Technical and vocational qualifications for teaching from September 2017 and reporting in 2019 performance tables.
https://www.gov.uk/government/publications/2019-performance-tables-technical-and-vocational-qualifications
The overall aim of these guidelines is to propose principles and indicators that can assist Member States in optimizing their quality assurance
mechanisms for qualifications achieved through TVET. They provide a framework for documenting, developing, monitoring, evaluating and
improving the currency and comparability of certificates, diplomas or degrees in TVET.
http://unesdoc.unesco.org/images/0025/002592/259281e.pdf
The handbook is meant to guide VET providers through a quality journey, based on the PDCA (plan-do-check-act/review) cycle, which underlies any quality management system (QMS). The handbook’s guidelines, advice and practical examples are taken from 20 providers of initial, continuing or sector-based vocational training, all of which have successful and mature quality management in place.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/3068
Through 12 informative chapters, the book answers your questions and provides helpful guidance and suggestions on a host of topics including:
– How do I decide whether my courses should be campus-based, blended or fully online?
– What strategies work best when teaching in a technology-rich environment? What methods of teaching are most effective for blended and online classes?
– How do I make choices among all the available media, whether text, audio, video, computer, or social media, in order to benefit my students and my subject?
– How do I maintain quality of teaching, learning, and resources in a rapidly changing learning environment?
– What are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks?
http://teachonline.ca/sites/default/files/pdfs/teaching-in-a-digital-age_2016.pdf
The book examines the underlying principles that guide effective teaching in an age when everyone, and in particular the students we are teaching, are using technology.
http://contactnorth.ca/teachinginadigitalage/
This document provides a set of guidelines designed to support decision making about the sorts of quality measures that are appropriate in different contexts. These MOOC Quality Guidelines can be used by governments, accreditation agencies, institutions and learners with an interest in developing, running, accrediting or participating in MOOCs, to improve quality assurance (QA) and accreditation.
http://oasis.col.org/bitstream/handle/11599/2362/2016_Guidelines-QAA-MOOCs.pdf?sequence=1&isAllowed=y
There are 18 Guidelines divided into the four following categories:
– Transversal policy components: funding, training and qualifications, that apply to all sectors of guidance provision
– Education and training sector: schools; VET; higher education; adult learning
– Employment and third age sector: employed; unemployed; older adults
– Social inclusion sector: young people at risk; disadvantaged groups
http://iccdpp.org/guidelines-policies-systems-development-lifelong-guidance-reference-framework-eu-commission/
Self-directed learners can use these guidelines to develop their own training plan. Whether their training goals involve learning certain topics and/or skills, learners can start their learning by starting their planning.
http://managementhelp.org/training/systematic/guidelines-to-design-training.htm
This exam preparation guide is designed to inform you about the Red Seal exam process. The guide provides you information about what to do before taking your Red Seal exam, the exam itself and what happens after you write your exam.
http://www.red-seal.ca/docms/getready-eng.pdf
En français. Canada. Préparez-vous pour votre examen Sceau Rouge
http://www.red-seal.ca/docms/getready-fra.pdf
This guide provides employers with a vision for new, more effective adult education programs, including the key elements to include in order to ensure greater student success, an understanding of the role employers can play in building such a system, best-in-class examples of employer involvement in Adult Education for Work programming, and tools employers can use to assess their training needs and the quality of existing programs and to access training resources. Employers can use these tools as a guide to advocate for programs that better meet their needs.
http://www.jff.org/sites/default/files/publications/Emp%20Guide%20Adult%20Ed%20Work.PDF
This article provides guidelines that will enable the management of Companies and TVET Institutions to set valid and reliable controls in place with a view to have reasonable assurance that their workers / trainees / students are well trained, acquired the required awareness, knowledge, skills and attitudes, provided evidences, assessed, verified, proved to be competent and can effectively perform all tasks assigned to them, including Health Safety and Environmental Protection HSEP and Business Critical Tasks, up to the Minimum Competency Level (Standard) required at Work Location.
https://docs.google.com/file/d/1WXGujWMIftbhmmvhbsxPKR-tmSROk3ikuTkjIk8wkA9b48rH9bbhmEh7VhMi/edit
Contribution of Eng. Moustafa Wahba Competency Assurance & TVET Consultant E-mail address: mmm.wahba@gmail.com
Industry competency models promote an understanding of the skill sets and competencies that are essential to educate and train a globally competitive workforce.
http://www.careeronestop.org/CompetencyModel/default.aspx
The overall aim of these Guidelines is to propose principles and mechanisms that can assist Member States in developing or improving structures and procedures to recognise all forms of learning, particularly the outcomes of non-formal and informal learning. While the Guidelines are not legally binding, Member States’ authorities are expected to make efforts to implement the Guidelines as appropriate to their specific national context.
http://unesdoc.unesco.org/images/0021/002163/216360e.pdf
The Canadian Standards & Guidelines for Career Development Practitioners (S&Gs;) define the competencies career development practitioners need in order to practice effectively and ethically. They are used extensively in Canada in shaping professional training and development programs, certification and scope of practice.
http://career-dev-guidelines.org/career_dev/
En français. Canada. Le guide Canadien des Compétences pour les professionnels en développement de carrière
http://career-dev-guidelines.org/career_dev/?lang=fr
The Higher Education Institution (HEI) needs to provide academic and administrative support for the student to optimise the preparations for and implementation of the placement experience. These guidelines are designed as a basis for development of more-specific procedures to be developed by course teams, and appropriate to the period of work-based learning.
http://www.asetonline.org/wp-content/uploads/2014/11/ASET-Good-Practice-Guide-2014.pdf
The Canadian Standards & Guidelines for Career Development Practitioners (S&Gs;) define the competencies career development practitioners need in order to practice effectively and ethically. They are used extensively in Canada in shaping professional training and development programs, certification and scope of practice.
http://career-dev-guidelines.org/career_dev/index.php/the-standards-guidelines
E-portfolios are becoming increasingly popular in the vocational education and training (VET) sector as a tool to collate and demonstrate evidence of skills and achievements and assist in the RPL (recognition of prior learning) process. In this context, e-portfolios can contribute to personal career development and facilitate learner transitions between education, training and employment.
http://www.voced.edu.au/content/ngv%3A66316
